My action plan for Assessment 3
Framework: The learning engagement theory: Relate, create and donate
The inquiry: How could we conserve water in our school ? Create an action plan !
Week 1: 2 lessons: Relate: real world authentic problem: Water conservation - I will be using a web quest to structure/sequence the learning
Introduce sustainability through a YouTube, a Voki and an interactive learning object via IWB
Introduce students to a school that has actioned water conservation in their school via a blog/email,website or Skype: exemplar of task
Introduce the task – to present an action plan on water conservation in your school. – presented to the students through a web quest
Week 2: 3/ 4 lessons: Create: Students will work in teams of three researching through investigation the areas in their schools that could conserve water- the loos, the drinking areas and the gardens. Each student will investigate and report on an area to their team - blogging or wiki collaboration. The teams will collaboratively create an action plan to present to their class using ICT presentation tools.
Week 3: 3 lessons: Donate: students will present the action plan with a solution to water conservation with a PowerPoint presentation with ICT support in as many appropriate forms of ICT as they see fit – the minimum requirement is PowerPoint and hyperlinks but their assessment criteria will explain the higher achievement through more ICT support.
Essential Learnings:
ICT : Inquiring
Students:
Identify the inquiry focus, data and information requirements and possible digital information sources
Evaluate data and information gathered for usefulness credibility and relevance
Create
Express and creatively represent ideas information and thinking
Communicate
Collaborate develop organise and present new ideas
Ethics issues and ICT’s
Students develop and apply ethical safe and responsible practices when working with ICT’s in online and stand alone environments
SOCE
Ways of working
Students are able to:
• identify issues and use common and own focus questions
• Plan investigations using inquiry models
• collect and analyse information and evidence from primary and secondary sources
• evaluate sources of information and evidence for relevance, reliability, origins and perspective
• draw conclusions and make decisions based on information and evidence by identifying patterns and connections
• communicate descriptions, decisions and conclusions, using different text types for specific
purposes and the conventions of research-based texts
• respond to investigation findings and conclusions by planning and implementing actions
• apply strategies to contribute effectively to representative groups and to participate in civic activities
• reflect on and identify different perspectives, and recognise and clarify beliefs and values relating to social justice, the democratic process, sustainability and peace
• reflect on learning, apply new understandings and identify future applications.
Knowledge and understandings
Sustainability requires a balance between using, conserving and protecting environments, and
involves decisions about how resources are used and managed
e.g. “rethink, reduce, reuse and recycle”; renewable versus non-renewable energy sources.
English
Ways of working
Students are able to:
• identify and demonstrate the relationship between audience, subject matter, purpose and text
type
• construct non-literary texts to express meanings and messages, to identify causes and effects,
and to state positions supported by evidence
• reflect on learning, apply new understandings and
Knowledge and understandings
Speaking and listening
The purpose of speaking and listening includes advancing opinions, discussing, persuading
others to a point of view, influencing transactions, and establishing and maintaining relationships
e.g. debating or discussing a current topic from a particular viewpoint can persuade others. In presentations, speakers make meaning clear by organising subject matter, identifying their role
and selecting relevant resources
e.g. making use of a hyperlink in a PowerPoint presentation
Writing and designing
The purpose of writing and designing includes evoking emotion, persuading and informing
e.g. writing an advertisement to promote a school concert
The learning management plan:
LMQ 1: What do my learners know?
Sustainability of local natural, social and built environments can be influenced by positive and
negative attitudes and behaviours
E.g. positive responses to water management can influence the quality of river systems; negative responses to town planning principles can lead to traffic problems
Students have been introduced to sustainability through investigations of pollution and the effect on water systems such as rivers
3 students are ESL
1 students has ADD
LMQ2
Declarative knowledge
Students will know:
what sustainability is
the impact responsible sustainability can have on resources in a community/school
My learners will be able to
Demonstrate how to sustain water in their school community
Present an action plan using speaking and listening skills (ways of working) to inform and persuade an audience
Use ICT resources and tools to inquire, present create communicate and inform
LM3: My learner’s learn best by:
The class are predominately visual learners with leanings to interpersonal – group work – collaborative learning small groups with mixed abilities exemplars and imagery presentations that can describe their learning or knowledge and understandings is how they learn best
Productive pedagogies:
Higher order thinking by combining facts and ideas to explain a solution by solving problems they gain understanding
Habits of mind: self regulation of behaviour
Attitude and perception;
Supportive classroom environment through student direction social support groups,
LMQ4: What resources will I use?
Web quest to present their task and sequence their learning
YouTube presentation and learning objects from the learning federation to interact with the sustainability concept and use as demonstrations and exemplars
PowerPoint as an exemplar of what is expected
LMQ5 what will constitute the learning journey?
Overview
This unit explores the concept of sustainability through water conservation.
Students will investigate how water is used in their school and how to conserve this resource to contribute to sustainability for future generations. They will use decision making skills to decide how to use and manage a resource. The intellectual quality of this unit is in students acquiring deep knowledge through inquiry, exploring, operating, communicating and creating using ICT resources and tools to gain knowledge make decisions by and investigate real life issues by
• communicating through presentations
• participating within groups and roles
• reflecting on self and peers by creating and presenting an action plan for their school on how to conserve water in their school. Students will present a PowerPoint demonstration with links to movies, interviews, podcasts etc
LMQ6: Who will do what?
LM will direct learning of knowledge required for tasks through direct teaching, scaffolding and a web quest
Students will direct their own learning through decision making and investigation
LMQ 7
Assessment
Summative task: presentation of action plan using ICT
Formative task – ongoing observation of weekly guidelines/timelines
